Word Associations of Children: Effect of Method of Administration

Abstract

Word associations to stimuli of various form-classes were collected from 5th grade Ss, matched on IQ, sex, and social status, under two administrations: individual-oral (I-O) and group-written (G-W). In 43 of 48 possible comparisons, commonality was greater under I-O conditions. The excess commonality, however, represents an interaction between status and administration; it resembles the interaction between “need for social approval” and “instructional sets” found with adult Ss.